Validity and Reliability Study of the Situational Interest Scale in Turkish
Abstract views: 361
/ 
PDF downloads: 128
DOI:
https://doi.org/10.33200/ijcer.882962Keywords:
Situational interest, situational interest scale, Computer CourseAbstract
Interest has a key role in the learning and teaching processes. Although interest could be categorized as individual, situational, and topic interest. Situational interest that educators could design, develop, and organize with instructional design is the most significant. The structure of situational interest consists of triggered situational interest, maintained situational interest feeling, and maintained situational interest. The current study aimed to determine the conceptual structure of the situational interest scale by adapting into Turkish. For this purpose, the study also aimed to determine the validity and reliability of the Turkish language adaptation of situational interest scale developed by Linnenbrink-Garcia et al. in 2010. Turkish language adaptation of the situational interest scale has a good fit in all parameters for first order CFA analysis (c2 /df = 2.349, RMSEA = 0.078, SRMR = 0.025, CFI = 0.976, TLI = 0.969) without modification. It was calculated the Cronbach Alpha internal consistency coefficient calculated for each factor: .901 for the triggered situational interest, .949 for the maintained situational interest feeling, .945 for the maintained situational interest value, and .963 for the whole scale. In the study, it was recommended for future studies to determine the validity and reliability of the situational interest scale with subjects at various education levels.
References
• Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391–405. https://doi.org/10.1007/s10648-006-9033-0.
• Akın, A., Uğur, E., & Akın, Ü. (2015). The Validity and reliability of Turkish version of the student interest scale. Kastamonu Eğitim Dergisi, 23(4), 1471–1480.
• Bhandari, S., Hallowell, M. R., & Correll, J. (2019). Making construction safety training interesting: A field-based quasi-experiment to test the relationship between emotional arousal and situational interest among adult learners. Safety Science, 117, 58–70. https://doi.org/10.1016/j.ssci.2019.03.028.
• Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı (8. Baskı). Pegem A Yayıncılık.
• Deniz, K. Z., Türe, E., Uysal, A., & Akar, T. (2014). Investigation of vocational interest and preference in terms of gender and socio-economic status. Eurasian Journal of Educational Research, 14(57), 91–112. https://doi.org/10.14689/ejer.2014.57.1.
• Dewey, J. (1913). Interest and effort in education. Boston, MA: Riverside Press.
• Fandakova, Y., & Gruber, M. J. (2021). States of curiosity and interest enhance memory differently in adolescents and in children. Developmental Science, 24(1), 1-15. https://doi.org/10.1111/desc.13005.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London: SAGE.
• Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134–140. https://doi.org/10.1016/j.lindif.2015.05.003.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. (8th ed.). New York: McGrawHill.
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312
• George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.) Boston: Pearson.
• Grieve, R., & Elliott, J. (2013). Cyberfaking: I can, so I will? Intentions to fake in online psychological testing. Cyberpsychology, Behavior, and Social Networking, 16(5), 364-369.
• Han, J., Kim, K. H., Rhee, W., & Cho, Y. H. (2020). Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation. Computers & Education, 163 (104041). https://doi.org/10.1016/j.compedu.2020.104041.
• Hair, J. F. Jr., Hult, G. T. M., Ringle, C. M., Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage Publications.
• Hidi, S. (2000). Intrinsic and Extrinsic Motivation : The Search for optimal motivation and performance. In C. Sansone & J. M. Harackiewicz (Ed.), The search for optimal motivation and performance (pp. 309–339). Academic Press.
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4.
• Hoff, K. A., Song, Q. C., Wee, C. J. M., Phan, W. M. J., & Rounds, J. (2020). Interest fit and job satisfaction: A systematic review and meta-analysis. Journal of Vocational Behavior, 123(103503). https://doi.org/10.1016/j.jvb.2020.103503.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.
• Kaya, G. İ. (2016). Eğitimde merak ve ilgi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 13–2(25), 103–114.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford.
• Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39–50. https://doi.org/10.1016/j.cedpsych.2015.08.004.
• Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381–395. https://doi.org/10.1016/j.learninstruc.2005.07.007.
• Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning and development. In A. Krapp, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Psychology Press.
• Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647–671. https://doi.org/10.1177/0013164409355699.
• Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction, 29, 141–152. https://doi.org/10.1016/j.learninstruc.2012.07.002.
• Mazer, J. P. (2013). Validity of the student interest and engagement scales: Associations with student learning outcomes. Communication Studies, 64(2), 125–140. https://doi.org/10.1080/10510974.2012.727943.
• Menard, S. (1995). Applied logistic regression analysis: Sage University Series on quantitative applications in the social sciences. Sage.
• Mertler, C. A., & Vannatta, R. A. (2016). Advanced and multivariate statistical methods. Los Angeles, CA: Pyrczak Publishing.
• Özdamar, K. (2017). Eğitim, sağlik ve davraniş bilimlerinde ölçek ve test geliştirme yapisal eşitlik modellemesi IBM SPSS, IBM SPSS AMOS ve MINITAB Uygulamalı. Eskişehir: Nisan Kitabevi.
• Pasco, D., Roure, C., Kermarrec, G., Pope, Z., & Gao, Z. (2017). The effects of a bike active video game on players’ physical activity and motivation. Journal of Sport and Health Science, 6(1), 25–32. https://doi.org/10.1016/j.jshs.2016.11.007.
• Renninger, K. A., Bachrach, J. E., & Hidi, S. E. (2019). Triggering and maintaining interest in early phases of interest development. Learning, Culture and Social Interaction, 23(100260), 1–17. https://doi.org/10.1016/j.lcsi.2018.11.007.
• Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184. https://doi.org/10.1080/00461520.2011.587723
• Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 58–67. https://doi.org/10.1016/j.learninstruc.2009.11.001.
• Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50.
• Rotgans, J. I., & Schmidt, H. G. (2017). Interest development: Arousing situational interest affects the growth trajectory of individual interest. Contemporary Educational Psychology, 49, 175–184. https://doi.org/10.1016/j.cedpsych.2017.02.003.
• Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3–4), 299–323. https://doi.org/10.1080/00461520.1991.9653136.
• Schiefele, U. (2009). Situational and individual interest. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 197–222). Routledge/Taylor & Francis Group.
• Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger (Ed.), The role of interest in learning and development (Vol. 461, pp. 183–212). Mahwah, NJ: Erlbaum.
• Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224. https://doi.org/10.1023/A:1016619705184.
• Schraw, G., & Lehman, S. (2001). Situational interest : A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23–52. https://doi.org/10.1023/A:1009004801455
• Sümer, N. (2000). Yapisal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49–74. https://doi.org/10.1007/s10591-013-9271-5.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.
• Yaman, M. (2005). Solunum zinciri konusunda simülasyonla desteklenmiş bir bilgisayar programinin öğrenme ve ilgiye etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29), 222–228.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Can MEŞE
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
